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If you want to truly understand something, try to change it.

If you want to truly understand something, try to change it. - Kurt Lewin. Kurt Lewin. Kurt Lewin (1890-1947) was a famous, charismatic psychologist who is now viewed as the father of social psychology. 

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If you want to truly understand something, try to change it.

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  1. If you want to truly understand something, try to change it. - Kurt Lewin

  2. Kurt Lewin • Kurt Lewin (1890-1947) was a famous, charismatic psychologist who is now viewed as the father of social psychology.  • Lewin sought to not only describe group life, but to investigate the conditions and forces which bring about change or resistance to change in groups.  • Lewin believed that for change to take place, the total situation has to be taken into account.  If only part of the situation is considered, a misrepresented picture is likely to develop.

  3. High School Schedule Committee Work Overview September 21, 2011- 8 Documents Distribution of Notebooks with: General Information – Agendas, Minutes, Group Norms, Calendar, Rosters, Charter, Work Map, Focus Newsletter on Access District Data – Data Table, Building Survey Data Focus Group – Transcripts and Agenda from 2009 Focus Groups Laws/Policies- WAC’s, Policy 2410 Notes/Correspondence • School Comparison Data • Staff Surveys October 25, 2011 – 2 documents • Using the OHSE filter, determined the most pertinent data related to a schedule • Established Essential Questions that needed to be answered to inform our schedule decision. • October 19, 2011 – 10 documents • AP/IB data • College entrance expectations, • state assessment data (EOC, HSPE, etc.), • college destination data by school, • college remediation rates, updated data table, • surrounding districts with different schedules and student achievement data • ISD students elective choices, advance course choices • Characteristics of Improving Schools, Districts around Professional Development • Financial Impact of current schedule and potential new schedule • Percentage of electives by school • Graduation Requirements • Liberty Waiver data • How many students take full load of classes over four years • AP/IB offerings by school • Research on Time’s impact on learning

  4. November 2, 2011 – 4 documents • CTE offerings, diversity of offerings and participation rates by school • Music Enrollment by School • Enrollment Turnover by School • Created Themes Table using OHSE beliefs filter • Article on UW admissions policy November 16, 2011 – 2 documents • Revised Themes Table • Proposed Selection Criteria November 30, 2011 – 5 documents • Finalized Selection Criteria • Finalized Themes Considerations • ISD Current Schedules • Neighboring School Schedules Total Documents Created- 31 Total Research Articles in the archive – 55 in the areas of time, the arts, teaching, statistics, small schools, student achievement, flexible scheduling, college admissions, block-scheduling, advisory

  5. Existing Differences • Liberty has significantly more opportunity to take courses during the school day than the other high schools. • Skyline and Issaquah High School have significantly more contact time per class than Liberty. • Liberty has extended class periods, which none of the other high schools have. • The Skyline and Issaquah High schedules have teachers and students seeing each other every day while at Liberty it is every other day.  Tiger is every day except Fridays. • Tiger Mountain has an advisory built into their schedule that the other schools do not. • Full time teachers at Liberty teach 6 classes, while Skyline and Issaquah teach 5 classes. Tiger teachers teach 6 with no prep except on Friday. • Other than Tiger Mountain, all high schools have teacher planning every day.  Liberty planning is ¼ of instructional time and Issaquah and Skyline is 1/6th .

  6. Consideration of Time Question: Does OSPI, when constructing grade level expectations and/or content area standards, consider how much time a teacher has in a school year to teach to those expectations?  • “The committees that developed our state learning standards were certainly mindful of the quantity of content included within them, however there was not a specific analysis completed in any subject as to how they might be bundled into 150 hour courses at the high school level” -Jessica VavrusAssistant Superintendent for Teaching and Learning Office of Superintendent of Public Instruction

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